LEWIS,T.and DRABBLE,G.,2007. Getting ready for the specialised engineering diplomas: work placements for the 14 to 16 age phase. IN: Norman, W.W.L. and Spendlove, D. (eds.). The Design and Technology Association International Research Conference 2007, University of Wolverhampton, Telford Campus, 4,5,6 July. Wellesbourne : The Design and Technology Association, pp. 49-56

Abstract:

In the UK there is considerable activity at national level in
developing the interface between school and training for
employment. The intention is to introduce new Specialised
Diploma courses into schools starting in 2008. Early in the
planning it became clear that several diplomas offer
opportunities for design and technology (D&T) in schools. A
key feature of these diplomas is that the structure consists of
learning lines comprising of several subjects coming together
for the delivery in schools. However, a significant feature is the
integration of work placement into the student learning
experience. Sheffield Children and Young People Directorate
(CYPD) has a strong commitment to ensuring diplomas are
implemented successfully in schools therefore this research
was undertaken to assess both the provision and opportunities
for work placement in the 14 to 16 age phase. The research
focused on commercial providers of education and training.
Motor trade training was selected as an industry with the
potential to contribute to the emerging specialised engineering
diploma (www.engineeringdiploma.com/).
The research consisted of:
• a review of current qualifications for all aspects of the
motor trades industry including those provided by the
Institute of the Motor Industry;
• semi-structured interviews, using Wiersma's (2000)
methodology, with motor trade commercial training and
further education (FE) providers;
• observation and informal interviews with a group of Year
10 students on a motor trades work placement;
• informal interviews with teachers and tutors responsible
for the above group.
The research outcomes identify issues concerning the provision
of work placement within diplomas and particularly how it is
integrated into the learning experience. Additionally there are
implications for subject teaching of D&T, science and
mathematics to ensure that students are prepared prior to
work placement. The conclusion identifies examples of good
practice but also raises issues about organisation and capacity.
While this research concerned engineering the implications and
issues are likely to be similar for other diplomas currently being
prepared such as Manufacturing, Construction and the Built
Environment and Hospitality and Catering.